Author: Art Peterson Summary: This article highlights a program designed to support 9th graders in understanding how to differentiate and act upon revision and editing concerns. The program’s development and implementation reflects a collaboration between area high school writing centers, teachers, and university composition faculty. Since Gear-Up funds programs throughout...
Author: Katelin Grande Summary: This blueprint/plan for a multi-day professional development series was created by teacher-consultants from the Hudson Valley Writing Project. Along with illustrating how reading, writing, and inquiry strands were designed strategically for the series, this plan also serves as a calendar for teacher-participants and includes time considerations....
Author: Sidnie Myrick Summary: Anyone developing a coaching or mentoring program or stepping into a role as a classroom coach/consultant/mentor will find this article by teacher consultant Sidnie Myrick a useful resource. The author relates her own experience transitioning from a workshop facilitator to the role of coach/mentor to explore...
Author: Ken Martin Summary: Ken Martin, director of the Maine WP, shares lessons learned as the site transitioned from a traditional face-to-face summer Invitational Institute to a year round, online institute. This thoughtful and comprehensive study reviews the rationale for moving to an online institute documenting the successes, struggles, and...
Authors: Marlene Carter, Norma Mota-Altman, and Faye Peitzman Summary: How can teachers remain connected to a writing project learning community? This appendix to the monograph, Creating Spaces for Study and Action Under the Social Justice Umbrella, describes a number of program models that support teachers as they continue their professional...
Author: Zsa Boykin, Jennifer Scrivner, and Sarah Robbins Summary: Motivated by a desire to have opportunities for professional development for their teaching colleagues similar to those they had experienced as participants in the Kennesaw Mountain Writing Project, teacher-consultants created a structure for building a school-based professional leadership development project. The...
Author: Kevin Thienes Summary: This article shares the six core components of a new teacher mentoring program developed at the Boise State WP and how the program helped new(er) teachers navigate the early years of their career and develop a sense of agency. Those coaching/mentoring new teachers, as well as...
Summary: Twenty-five participants from 15 sites met online to discuss provocative issues related to the recruitment and retention of content area teachers at writing project sites. The group shared thoughts about and experiences with content area literacy and the expansion of sites to include content area literacy teachers into the...
Summary: Ubuntu, a Bantu word that translates as “I am, because we are,” is the guiding philosophy behind the CT-Fairfield Writing Project’s two-week literacy lab designed to invite immigrant and refugee youth into writing spaces that honor their heritage and promote academic success. This innovative approach to youth writing camps...
Author: Karen Hamlin Summary: This article describes the Oregon Writing Project’s visioning retreat and includes links to their retreat invitation, their annotated list of online resources, retreat agenda, and newsletter. This resource will help in building site capacity when challenges and opportunities of transition arise.